I struggled with putting my lesson plan into four lessons as my understanding was to plan a lesson (4 lessons) 50 minutes in length and other lessons to follow on from the one before. My shortened version of my Art/ICT lesson is as follows (possibly the art lesson could be the forth lesson culminating the other three lessons of rockets, space travel and planets combining what was learnt and information gathered into a powerpoint presentation for an audience.
Not sure what you all think (if this is not what you envisage – please help me and feel free to change it appropriately) thanks in advance Mxo Hi Mary, I've used your lesson plan in the assignment 3 editing page, I've altered it slightly, please have a look and see what you think? This would be how I would approach it, not sure if you'll be happy with it, feel free to change it. I just thought I'd see how it would fit with a small group instead of whole class activity.
Following on from viewing 'The Magic School Bus' and 'Discovery Heads for Space,' students are grouped into
pairs and investigate planets (Hubble telescope) Mary could this part be lesson 1 - Group 2
on the computer- students begin to plan and organise their four slides using the inquiry question 'What do we find in our solar system' part of lesson 1?
students begin to create their slides in the 'Paint' program Lesson 2? (4 slides per pair = 8 slides for the group)
on completion of slides students import four slides to 'Powerpoint' Pairs continue to work on and finish their slides, Pairs import their slides to one powerpoint Lesson 3?
after formatting of background and slide-show, record a narration to match the pictures Group work together to format and add audio to powerpoint ready for presentation to the class Lesson 4?
publish completed work as a powerpoint presentation
This section answers the describe'how each resource is used to enhance learning' (Art) and also reflects 'why most appropriate resources' Mxo
Art/ICT sequence was used to enhance student learning through working collaboratively, making choices using ICTs as learning tools in many different situations and using a combination of multimodal modes – visual and audio. Students were able to create their own story-board by drawing and creating a series of images/drawings in paint and then sequencing the images in order for their slide-show in a power-point presentation. Students link the information they observed or found from the resources on the internet. Also students were able to be creative, reflective and experimental through creating images that both conveyed message and meaning.
Making a visual presentation (in order to help them remember and understand the information) and then using audio voice-over to explain and interpret their images on their slides, students were able to communicate their understanding and response to the inquiry question, while also adding impact to their digital stories. Students also demonstrated their ability to evaluate information across a broad range of media in a variety of contexts. Culminating in a presentation that presents the information to show an understanding of the topic in a powerpoint presentation and as a reflection and evaluation share the slide-show as a presentation both for assessment purposes and sharing with an audience.
Not sure what you all think (if this is not what you envisage – please help me and feel free to change it appropriately) thanks in advance Mxo
Hi Mary, I've used your lesson plan in the assignment 3 editing page, I've altered it slightly, please have a look and see what you think? This would be how I would approach it, not sure if you'll be happy with it, feel free to change it. I just thought I'd see how it would fit with a small group instead of whole class activity.
Following on from viewing 'The Magic School Bus' and 'Discovery Heads for Space,' students are grouped into
This section answers the describe 'how each resource is used to enhance learning' (Art) and also reflects 'why most appropriate resources' Mxo
Art/ICT sequence was used to enhance student learning through working collaboratively, making choices using ICTs as learning tools in many different situations and using a combination of multimodal modes – visual and audio. Students were able to create their own story-board by drawing and creating a series of images/drawings in paint and then sequencing the images in order for their slide-show in a power-point presentation. Students link the information they observed or found from the resources on the internet. Also students were able to be creative, reflective and experimental through creating images that both conveyed message and meaning.
Making a visual presentation (in order to help them remember and understand the information) and then using audio voice-over to explain and interpret their images on their slides, students were able to communicate their understanding and response to the inquiry question, while also adding impact to their digital stories. Students also demonstrated their ability to evaluate information across a broad range of media in a variety of contexts. Culminating in a presentation that presents the information to show an understanding of the topic in a powerpoint presentation and as a reflection and evaluation share the slide-show as a presentation both for assessment purposes and sharing with an audience.